Observation/Reflection #1: Starting From the Beginning Westerly Middle School CT: Erica Reid 6th grade science
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus onhow class begins. Where is your CTbeforeclass begins? What is he or she doing? Using the clock on the wall, determinewhenyour CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CTengagestudents during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate."
Observations: Before class begins, Mrs. Reid is organizing all the material she needs for the class period. The team has a rule that all the students must line up at the door and wait to be invited into the room. When it is time for class to being, Mrs. Reid opens the door and greets each one of them. As each student enters the room, Mrs. Reid handed them the extra credit opportunity, told them when it was due, and instructed them to write it in their planner. When the students sat down, they immediately wrote their assignment in their planner and put it away. Mrs. Reid then walked around the room and stamped all the planners when they were correctly written in. She then brought attention to the focus question written on the white board. She began by asking the students what prior knowledge they had about the question.
Reflection: Prior to the class, the students were lined up outside and I could hear their excited little voices as they talked with their friends. When Mrs. Reid opened the door for them to enter the room, the students had an immediate gear shift. They entered the room, doing what they were instructed and they sat down quietly and waited for their next direction. I really liked this method of getting the students settled because she did not have to speak over them to get them to settle down. The students knew how to behave as they entered the room. I also liked how she greeted each student by name and game them a handout as they came in. This procedure does two things, first, it welcomes them into the classroom and gives them a sense of belonging. Second, it minimizes the time of passing out papers. Mrs. Reid spent quite some time making sure every student had their assignment written in their planner. She used a stamp to indicate to them and their parents that they wrote down the assignment correctly so theres no confusion at home. Mrs. Reid seemed to like the progress that was making with communication. After getting situated and writing down their homework, she brought them all back in with a focus question to start the lesson. She explained that at the beginning of each unit she has a different focus question that she starts with. Every lesson after has an “science starter” based on the previous lessons. This is a great way to remind the students what they learned and to get their brain focused on the content of the lesson.
Westerly Middle School
CT: Erica Reid
6th grade science
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate."
Observations:
Before class begins, Mrs. Reid is organizing all the material she needs for the class period. The team has a rule that all the students must line up at the door and wait to be invited into the room. When it is time for class to being, Mrs. Reid opens the door and greets each one of them. As each student enters the room, Mrs. Reid handed them the extra credit opportunity, told them when it was due, and instructed them to write it in their planner. When the students sat down, they immediately wrote their assignment in their planner and put it away. Mrs. Reid then walked around the room and stamped all the planners when they were correctly written in. She then brought attention to the focus question written on the white board. She began by asking the students what prior knowledge they had about the question.
Reflection:
Prior to the class, the students were lined up outside and I could hear their excited little voices as they talked with their friends. When Mrs. Reid opened the door for them to enter the room, the students had an immediate gear shift. They entered the room, doing what they were instructed and they sat down quietly and waited for their next direction. I really liked this method of getting the students settled because she did not have to speak over them to get them to settle down. The students knew how to behave as they entered the room. I also liked how she greeted each student by name and game them a handout as they came in. This procedure does two things, first, it welcomes them into the classroom and gives them a sense of belonging. Second, it minimizes the time of passing out papers. Mrs. Reid spent quite some time making sure every student had their assignment written in their planner. She used a stamp to indicate to them and their parents that they wrote down the assignment correctly so theres no confusion at home. Mrs. Reid seemed to like the progress that was making with communication. After getting situated and writing down their homework, she brought them all back in with a focus question to start the lesson. She explained that at the beginning of each unit she has a different focus question that she starts with. Every lesson after has an “science starter” based on the previous lessons. This is a great way to remind the students what they learned and to get their brain focused on the content of the lesson.